An Investigation of Same- Versus Cross-Gender Matching for Boys in Formal School-Based Mentoring Programs

Abstract

Although assigned mentoring relationships have typically involved same-gender matches, a growing number of programs, particularly those in schools, have begun pairing female mentors with male mentees. This practice stems, in large part, from the relative dearth of male mentors and programs’ efforts to increase the availability of youth mentoring to young males on waiting lists. We drew on secondary data from the two largest random assignment evaluations of school-based mentoring programs, the Department of Education's Student Mentoring Program and Big Brothers Big Sisters of America's School-based Mentoring, to explore the characteristics and effects of same- versus cross-gender mentoring relationships for male mentees. Our sample included 1,513 male youth from the respective programs. With only a few exceptions, male youth in same- versus cross-gender mentoring relationships experienced similar relationship processes and outcomes. Implications for research and practice are discussed along with limitations including the nonexperimental design of the study and unmeasured effects of selection bias.

Notes

Note. Youth Age = youth age in years; Free-lunch = free-lunch status; Household = youth household status; Minority = youth minority status; Mentor Age = mentor age in years; Mentor Child = mentor has children; Mentor Cohab/Mar = mentor is cohabiting/married; Scholastic Efficacy = scholastic efficacy and school bonding; Future Orientation = academic future orientation; Social Studies = social studies grade; English = English language arts grade; Math = math grade; Science = science grade; Pro-social = pro-social behavior; Misconduct = misconduct; Truancy = truancy violations; Quality = mentor–youth relationship quality; Match Length = mentoring relationship duration; Frequency = mentoring match meeting frequency.

*p < .05;.

**p < .01.

Note. Youth Age = youth age in years; Minority = youth minority status; Free-lunch = free-lunch status; Household = youth household status; Mentor Age = mentor age in years; Mentor Child = mentor has children; Mentor Cohab/Mar = mentor is cohabiting/married; Scholastic Efficacy = self-perceptions of academic abilities; School Feelings = feelings about school; Attending College = likelihood of attending and completing college; Overall Academic = overall academic performance; Social Acceptance = peer social acceptance; Parent Relationship = parent relationship; Absences = unexcused absences; Self-Worth = global self-worth; Quality = mentor–youth relationship quality; Match Length = mentoring relationship duration; Frequency = mentoring match meeting frequency.

*p < .05;.

**p < .01.

Note. CG Match = matches with male mentee and female mentor; SG Match = matches with male mentee and mentor; No Match = control group without a mentor; NA = not available; Some percentages not reflective of total N due to missing data.

^a Comparison between same- and cross-gender matches.

^b Comparison between mentored youth (treatment) and non-mentored youth (waitlist control group).

*p < .05;.

**p < .01.

Note. CG Match = matches with male mentee and female mentor; SG Match = matches with male mentee and mentor; NA = not available; Some percentages not reflective of total N due to missing data.

^aComparison between same- and cross-gender matches.

*p < .05;.

**p < .01;.

***p < .001.

Note. CG Match = matches with male mentee and female mentor; SG Match = matches with male mentee and mentor; Scholastic Efficacy = scholastic efficacy and school bonding; Future Orientation = academic future orientation; Social Studies = social studies grade; English = English language arts grade; Math = math grade; Science = science grade; Pro-social = pro-social behavior; Misconduct = misconduct; Truancy = truancy violations; t values are presented in parentheses.

^a Comparisons between treatment group (mentored youth in same-gender and cross-gender match respectively) and non-mentored control group.

^b Test of difference between same-gender and cross-gender match standardized coefficient estimates.

^c Based on Benjamini-Hochberg test; figure listed represents the critical value that the p value in the preceding column (“Contrast Coefficient Estimate”) must be less than in order for difference between the standardized coefficient estimates for same- versus cross-gender matches to be statistically significant.

^† p < 10;.

*p < .05.

Note. t values are presented in parentheses.

^a Comparisons between same−gender and cross−gender match (dichotomous variable, 1 = same−gender match).

^† p < .10;.

*p < .05.

Note. CG Match = matches with male mentee and female mentor; SG Match = matches with male mentee and mentor; Scholastic Efficacy = self-perceptions of academic abilities; School Feelings = feelings about school; Attending College = likelihood of attending and completing college; Overall Academic = overall academic performance; Social Acceptance = peer social acceptance; Parent Relationship = parent relationship; Absences = unexcused absences; Self-Worth = global self-worth; t values are presented in parentheses.

^a Comparisons between treatment group (mentored youth in same-gender and cross-gender match respectively) and non-mentored control group.

^b Test of difference between same-gender and cross-gender match standardized coefficient estimates.